19 Hamilton Street, Fairlie
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Fairlie Early Learners are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Fairlie Early Learning centre is one of three privately owned and operated early learning services. A new centre manager is supported by the owner. Most teachers are qualified. A small number of tamariki Māori attend. Good progress has been made with the key next steps identified in ERO’s 2021 review report.
Children play and learn within a curriculum that acknowledges their strengths and provides opportunities for them to follow their interests. Children with additional needs are well supported with interventions and external services were appropriate. Infants and toddlers benefit from a learning environment that is calm, slow paced and gives them time and space to lead their own learning.
Parents and whānau have authentic opportunities to contribute to the design of the curriculum for their children, including regular opportunities to contribute their language and identity. There are developed networked relationships with the local and wider community to further support children’s learning and development.
Teachers are responsive and work collaboratively to develop a bicultural curriculum. They are beginning to develop their local bicultural curriculum that is informed by tangata whenua. While information about Māori children’s whakapapa and iwi or hapū are gathered, leaders and teachers are in the early stages of exploring what this would look like for Māori children’s learning and development.
Children’s learning is assessed, planned for, and reviewed. However, there is variability in the ways teachers plan for and assess children’s learning. Assessment records are yet to show children’s learning progress consistently and clearly over time in relation to the learning outcomes within Te Whāriki, the early childhood curriculum.
Leaders and teachers are improvement focused. There is an established process in place to support internal evaluation. Building teacher capability, capacity, and shared understanding across the group of services is required. Leaders agree a greater focus on monitoring and knowing how well improvements have made a difference for children is needed.
A well-established quality assurance system supports the monitoring of daily operations and the service’s strategic vision. Leaders and teachers have established relational trust, they are collaborative with an ongoing focus on improvement. Children's learning and wellbeing are a primary consideration for governance and management in resourcing and decision making.
Fairlie Early Learners will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Fairlie Early Learners completed an ERO Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
23 July 2024
| Early Childhood Service Name | Fairlie Early Learners |
| Profile Number | 46577 |
| Location | Fairlie |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 46 |
| Review team on site | April 2024 |
| Date of this report | 23 July 2024 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, February 2021; Education Review, April 2017 |
Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Fairlie Early Learners are as follows:
Outcome Indicators | ERO’s judgement |
| What the service knows about outcomes for learners | Whāngai Establishing |
Ngā Akatoro Domains | ERO’s judgement |
He Whāriki Motuhake The learner and their learning | Whakaū Embedding |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability | Whakawhanake Sustaining |
Ngā Aronga Whai Hua Evaluation for improvement | Whakawhanake Sustaining |
Kaihautū Leaders foster collaboration and improvement | Whakaū Embedding |
Te Whakaruruhau Stewardship through effective governance and management | Whakaū Embedding |
Fairlie Early Learners is a privately-owned centre in a small rural community. It provides full-day education and care in two separate areas for children from birth up to school age. The owners support the centre manager who leads the team of mostly qualified kaiako. Good progress has been made on the April 2017 ERO report findings.
Leaders and kaiako build responsive and reciprocal relationships with children, their parents and whānau. They work positively with external agencies and the wider community to promote the wellbeing, learning and development of children who may need additional support. Kaiako who work with infants and toddlers are nurturing and maintain a calm and unhurried pace that gives younger children time and space to lead their own learning. Transitions into, within and out of the service are individualised for each child and their whānau and help build children’s sense of belonging and confidence as learners.
Kaiako deliberately use their professional knowledge to skilfully support children’s learning and development in order to assist all children to participate fully in the curriculum. They promote tuakana-teina relationships as an intentional teaching strategy which draws on children’s leadership and fosters their social skills. Leaders and kaiako integrate aspects of te reo me ngā tikanga Māori into the curriculum so that children can learn about and respect the dual heritage of Aotearoa.
Kaiako work in partnership with parents and children to assess children’s learning and respond to their interests and strengths. This supports children to be confident and competent in making decisions about their learning. Kaiako should build on their partnerships with children, parents and whānau to unpack the strands, goals and learning outcomes of the early childhood curriculum, Te Whāriki, interpret these and set priorities to guide the service. Assessment of and for learning should also consistently show how the service responds to children’s diverse languages, cultures and identities.
Leaders promote relational trust within the teaching team in order to build collaboration and collective responsibility for the wellbeing and learning of all children. The owners provide conditions that are conducive to building and sustaining quality adult-child relationships.
The service has a useful process and regularly carries out internal evaluation for improvement. Internal evaluation will be enhanced by having a greater focus on knowing how well improvement actions have impacted on outcomes for children.
Fairlie Early Learners will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Fairlie Early Learners completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Services 2008, HS24.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
18 February 2021
| Early Childhood Service Name | Fairlie Early Learners |
| Profile Number | 46577 |
| Location | Fairlie |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 10 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 44 |
| Ethnic composition | Māori 1, NZ European/Pākehā 32, Other ethnicities 11. |
| Review team on site | November 2020 |
| Date of this report | 18 February 2021 |
| Most recent ERO report(s) | Education Review, April 2017. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Fairlie Early Learning centre provides full-day education and care for children up to school age. The service is located in Fairlie, a small rural community in Canterbury. This is the service's first education review. The centre is privately owned and managed, and has been open for two years. The owners work with a curriculum leader who is responsible for the daily programme. Together they have worked to establish the service and grow the roll. The purpose-built facility includes a separate area for infants and toddlers to work and play safely. Children have access to a spacious outdoor area with natural features.
Children and their families are welcomed into a calm and settled environment. The owners have taken a collaborative approach to developing the centre culture. The teachers and leaders are caring and respectful. Teachers work together and with families to ensure positive professional relationships. The philosophy is well understood and guides teacher practice.
Teachers have clear roles and responsibilities and work well as a team. They are focused on learning, and are flexible and responsive to children’s individual needs. They value input from parents and work with them to support development and extend children's learning. Teachers plan to the specific strengths and interests of each child with an emphasis on supporting children to develop friendships and social skills.
Children show curiosity and enthusiasm for learning. They enjoy participating in a variety of interesting activities and experiences across the curriculum. Some teachers integrate te reo and waiata Māori into the programme with ease and children, including the very young, are becoming familiar with the practices.
Infants and toddlers benefit from good quality care and a high level of respect from teachers. They play and learn in an environment equipped to support their physical and emotional wellbeing. The teachers are attuned to infants' verbal and non-verbal cues. They engage with children in ways that encourage the development of their language and social confidence.
The owners promote and value professional learning and build teacher capability. Teachers are guided by an effective system for assessment and planning that ensures they continuously reflect and evaluate their work.
The owners and curriculum leader have established useful systems and processes that clearly state their expectations and guide centre practice. They effectively monitor the quality of learning assessment and documentation and there is a robust appraisal process in place. These systems are continually being refined and improved.
Other practices that support the service to provide for children's learning include:
comprehensive health and safety practices
policies and procedures that are regularly reviewed
a useful strategic plan with appropriate goals
a process to internally evaluate the quality of important aspects of the service.
Areas for development include further developing:
a plan to implement the goals of the strategic plan over time
the evaluative aspect of the internal evaluation system to widen the scope of evaluations
the centre's plan for ongoing service-wide bicultural development/integration of Māori perspectives, and make visible the commitment to celebrating culture and its diversity.
Before the review, the staff and management of Fairlie Early Learners completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Fairlie Early Learners will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
20 April 2017
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Fairlie |
||
|
Ministry of Education profile number |
46577 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls: 29 Boys: 16 |
||
|
Ethnic composition |
Māori Pākehā African British |
3 37 2 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2017 |
||
|
Date of this report |
20 April 2017 |
||
|
No previous ERO reports |
|||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.